The energy of a new school year is incredibly positive and also very demanding. Some students will begin the term refreshed, starting the year with high aspirations, new stationery in their new school bags, others will be anxious or even angry that the work ahead of them will be even more difficult to understand than it was the year before. Many will look forward to seeing classmates again, but socially less well-adjusted children, will dread a return to taunts and jibes and loneliness.
Many will be beginning the new school year with the best of intentions, wanting to please teachers, trying to better organise themselves and to contribute in lessons. Some will lack motivation, and for complex reasons, will continue to struggle, as despite everyone’s best efforts the school system does not really appear to help them.
I am frequently inspired by children who do not understand what they read, but trust that with more reading practice, their experience of reading will become more rewarding. Unfortunately, practising reading in this way is not going to help them to improve. Unless word recognition skills are fully integrated with the child’s understanding of language, a profound disconnection between these processes will persist.
Equally inspiring are the teachers and classroom practitioners who are faced with the enormous task of teaching children with extraordinarily wide-ranging attitudes to learning. I see consistently wonderful teaching in classrooms week after week, year after year. We really should celebrate that we have such a high calibre workforce in our schools.
There are new case studies on our website, illustrating how the Rhythm for Reading programme continues to support teachers in resolving the difficulties that children experience with reading comprehension. Click the link to read more.
If you have seen our website and thought, “Okay, but what does rhythm have to do with reading?” - here’s a post that explains one aspect of the Rhythm for Reading programme and the way that it helps pupils to read for pleasure. Language, in speech and written form, is all the more evocative and intelligible when its sounds, syntax, style and structure cohere to compelling effect. Reading for pleasure, becoming completely immersed in a book, appears to be effortless because our reading skills generate a self-sustaining momentum. Let’s unpack this.
Every sentence, no matter how simple it appears to be is remarkable in that it is shaped from a seemingly infinite range of possibilities. Sentences vary enormously in their length and complexity, yet they are essentially binary in their structure: consisting of a subject and its predicate. The tension between these grammatical elements plays an important role in generating the self-sustaining momentum of language.
To read a simple passage of printed language without undue effort, a reader needs to be able to negotiate the shape and structure of the sentence in addition to recognising the words. Word recognition skills are necessary for the development of fluent reading, but are not sufficient. Reading for pleasure involves being able to ride the rhythm generated by the grammatical structure of language and being able at the same time, to respond to the shape and pace of each sentence. During Rhythm for Reading sessions, pupils are immersed in a series of reading tasks that are enriched by musical shapes, styles and structures. This approach offers a unique opportunity to develop the dynamic processes that contribute to reading for pleasure without front-loading pupils with word recognition.